Degree | Type | Year |
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Sociology | OB | 3 |
You can view this information at the end of this document.
None.
The subject Qualitative Analysis must be understood in continuity with the previous ones and it has like fundamental objective the understanding and application of methods and techniques of qualitative analysis a various areas of sociological research. However, these are not treated in a way Timely and isolated, but framed in a research process and in a methodological perspective coherent that integrates theorization, data production and analysis / interpretation. The realization of a Research work with abductive logic will be geared towards achieving this goal. Specifically, the students will do an ethnographic observation work that includes all phases abductive of the investigation, from the collection of data to the construction of an ideal type, going through the construction of the observation card and the analysis of both discourse and practice.
Topic 1. Introduction. Methodological perspectives in qualitative research and differentiating axes. General aspects of design. The qualitative spiral.
Epistemological principles: reflexivity, pragmatism and intersubjectivity.
Topic 2. General aspects of qualitative analysis methods. Materials subject to qualitative analysis. Inductive, deductive and abductive dynamics. Discourse as a product and discourse as a process. Levels of analysis: concepts, dimensions and indicators.
Topic 3. Tools for field work: data collection and analysis. Field notes Observation card Interview script
Topic 4. The analysis of the data From the thematic analysis of content to the generation of categories. Analytical and interpretative principles of Grounded Theory Procedures and phases. Open, axial and selective. Evaluation criteria and controversies of the WG.
Topic 5. Other methods of analysis Structural analysis Critical analysis of the discourse
Topic 6. The formalization of qualitative analysis (this topic will only be given if the faculty invests the necessary resources to update the software).
The use of computer tools in qualitative analysis. The ELAN and Atlas.ti programs. Textual and conceptual levels of analysis. The creation of the typological grill and ideal types
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
ATLAS.ti Workshop | 4 | 0.16 | 2, 1, 17, 5, 13, 20, 19 |
In class Tasks | 10 | 0.4 | 2, 1, 17, 3, 5, 4, 12, 13, 14, 6, 7, 8, 11, 15, 20 |
Theoretical Sessions | 9 | 0.36 | 3, 13, 6, 7, 8, 11, 15 |
Type: Supervised | |||
Compulsory team office hours | 2 | 0.08 | 17, 3, 4, 13, 7, 18, 11, 20 |
Type: Autonomous | |||
Final project (objectives, observation template, interview script). | 30 | 1.2 | 2, 1, 17, 16, 3, 5, 4, 13, 14, 6, 7, 18, 8, 11, 20, 19 |
Preparation of the individual project | 10 | 0.4 | 17, 5, 4, 13, 6, 7, 18, 8, 11, 15 |
Teaching dynamics combines a practical orientation with the necessary theoretical reflection It accompanies the application of the methods and techniques treated. With regard to teaching in the classroom, the plenary sessions are based on the exhibition of contents, open to the active participation of the students and to the introduction of small practical dynamics. On the other hand, in the practical sessions and there will be three types of activities: guidance general research work; analysis of compulsory bibliography texts and practices a the computer room. The autonomous work of the student will be oriented to the realization of an ethnographic project that It applies the theoretical and empirical contents worked on the subject.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Complete the reading tasks and the breaching game | 30 | 25 | 1 | 17, 16, 3, 5, 10, 6, 18, 8, 15 |
Conclusive thoughts | 10 | 5 | 0.2 | 10, 11, 15 |
Fieldnotes | 10 | 10 | 0.4 | 17, 3, 5, 4, 13, 14, 18, 15, 20, 19 |
Public defense | 20 | 15 | 0.6 | 2, 1, 3, 5, 4, 10, 6, 11, 15 |
Team project (Topic, observation template, interview script). | 30 | 30 | 1.2 | 2, 16, 3, 12, 13, 14, 10, 7, 18, 9, 20, 19 |
Active and constructive participation in class will be encouraged through partial submissions, culminating in a team-based abductive comparative observation project. This will include an oral defense and written conclusions, as well as the individual submission of two critical questions on paper during each reading seminar. All partial and final components of the group project must be submitted: topic, timeline, field notes, observation sheet, interview script, oral presentation, and the final written report with analysis and conclusions. Additionally, the breaching project and field notes must also be submitted.
Each student must complete a minimum of 8 hours of individual observation. These observations must take place in two distinct social settings, following the course calendar. Field notes must follow the model explained in class.
To pass the course, all assignments must be submitted on the scheduled dates with a minimum grade of 4 out of 10. If submissions are incomplete or the final project does not meet the minimum grade, the course will be considered failed. The individual work will not be assessed unless the group project has also been submitted.
A “not presented” (NP) grade will only be accepted if the student informs the instructor of their withdrawal from the course within the first two weeks, or if all but one of the required submissions have been completed with a grade above 4.
Students are reminded that changing groups is not allowed unless previously approved by the faculty during the second week of the course. In case of a group change, the student must have attended class from the first day.
All required evidence must be submitted to qualify for continuous assessment. Submissions without a name or submitted after the deadline will not be accepted. Furthermore, plagiarism is a serious offense and a form of academic dishonesty. Academic knowledge is based on the traceability of data and sources. Therefore, the use of artificial intelligence(AI) is not considered appropriate in the theoretical construction phases, formulation of research questions, definition of objectives, development of the analytical model, diagnosis, data collection and interpretation, or in the writing of results and conclusions. However, AI may be used to break the ice when writing, for formal text revision, summarizing, code correction, data analysis, or reviewing bibliographic references.
In any case, students must clearly indicate which parts of the work were generated using AI, specify the tools used, and include a critical reflection on how these tools influenced the process and the final result. Lack of transparency in this regard will be considered academic dishonesty. Plagiarism or improper use of AI will result in a grade of 0 for the affected assignment, and if repeated, may result in a 0 for the entire course.
You invest time and money to attend class: therefore, the use of mobile phones, laptops with Wi-Fi, tablets, or other electronic devices is not permitted in the classroom.
To be eligible for the resit exam, students must have been previously assessed in at least two-thirds of the total course grade. Field notes and partial submissions of the group project are not recoverable.
This course is excluded from the possibility of single assessment (AU).
BIBLIOGRAPHY
Emerson, Robert; Fretz, Rachel & Shaw, Linda. (2011). Writing Ethnographic Fieldnotes. The University of Chicago Press. (Capítols 1 & 2). (llibre disponible a la biblioteca)
Goffman, Erving. (1974/1989). On fieldwork, Journal of Contemporary Ethnography, 18: 123-132. (revista electrònica disponible a la biblioteca)
Lareau, Annette. (1996). Capítol Common Problems in Fieldwork: A Personal Essay. A Lareau, A. & Shultz, J. Journeys through Ethnography. Realistic accounts of fieldwork. Boulder: Westview Press. (llibre disponible a la biblioteca)
Mauss, Marcel. (1936/1971). El concepto de latécnica corporal en Sociología y antropología. Madrid: Tecnos. (disponible a la biblioteca)
Muntanyola Saura, D. (2014). Metodología(s). Perspectivas, prácticas y desafíos, Encrucijadas, 8, 18-56.
O’Reilly, Karen (2012). Ethnographic Analysis in Ethnographic Methods. London: Routledge.(llibre electronic disponible a la biblioteca)
BIBLIOGRAFIA COMPLEMENTÀRIA
Alvarez-Uria, F. & Varela, J. (2009) Sociología de las instituciones. Madrid: Morata.
Abu-Lughod, Lila. (1986). Veiled sentiments: Honor and poetry in a Bedouin society. University of California Press.
Álvarez-Uría, F., & Varela, J. (2004). Sociología, capitalismo y democracia. Madrid: Morata.
Becker, Howard S. (1963). Outsiders: Studies in the sociology of deviance. Free Press.
Becker, Howard S. (1982). Art worlds. University of California Press.
Becker, Howard S. (2014). What about Mozart? What about murder? Reasoning from cases. University of Chicago Press.
Behky, Beth A. (2006). Talking about machines, thick description, and knowledge work. Organization Studies, 27, 1757-1768.
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Berthomé, François, Bonhomme, Julien, & Delaplace, Grégory. (2012). Preface: Cultivating uncertainty. HAU: Journal of Ethnographic Theory, 2(2), 129-137.
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Burawoy, Michael. (1998). The extended case method. Sociological Theory, 16(1), 4-33.
Burawoy, Michael. (2019). The extended case method: Four countries, four decades, four great transformations, and one theoretical tradition. University of California Press.
Burguess, R. (Ed.). (2006). Field research: A sourcebook and field manual. Routledge.
Charmaz, Kathy. (2025). Constructing grounded theory: A practical guide through qualitative analysis. Sage.6th Ed.
Cicourel, Aaron V. (2006). The interaction of discourse, cognition and culture. Discourse Studies, 8(1), 25-29.
Dunier, Mitchell. (2006). Ethnography, the ecological fallacy, and the 1995 Chicago heat wave. American Sociological Review, 71, 679-688.
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Flyvbjerg, Bent. (2011). Case study. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 301-316). Sage.
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Glaser, Barney G., Strauss, Anselm L., & Strutzel, Elizabeth. (1968). The discovery of grounded theory; strategies for qualitative research. Nursing Research, 17(4), 364.
Goffman, Alice. (2014). On the run: Fugitive life in an American city. University of Chicago Press.
Goffman, Erving. (1983). Presidential address: The interaction order. American Sociological Review, 48(1), 1-17.
González-Abrisketa, Olatz. (2013). Cuerpos desplazados: Género, deporte, y protagonismo cultural en la plaza vasca. AIBR. Revista de Antropología Iberoamericana, 8(1), 83-110.
Haney, Lynn. (1996). Homeboys, babies, men in suits: The state and the reproduction of male domination. American Sociological Review, 61(6), 759-778.
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Hesse-Biber, Sharlene Nagy. (2010). Qualitative approaches to mixed methods practice. Qualitative Inquiry, 16(6), 455-468.
Hine, Christine. (2008). Overview: Virtual ethnography: Modes, varieties, affordances. In N. G. Fielding, R. M. Lee, & G. Blank (Eds.), The SAGE handbook of online research methods (pp. 257-270). Sage.
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Hochschild, Arlie Russell. (1989). The second shift: Working families and the revolution at home. Viking.
Klinenberg, Eric. (2006). Blaming the victim: Hearsay, labeling, and the hazards of quick-hit disaster ethnography. American Sociological Review, 71(4), 689-698.
Lozares, Carlos. (2003). Valores, campos y capitales sociales. REDES: Revista Hispana para el Análisis de Redes Sociales, 4(2).
Muntanyola Saura, Dafne. (2014). Metodología(s): Perspectivas, prácticas y desafíos. Encrucijadas: Revista de Ciencias Sociales, 8, 18-56.
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Salzinger, Leslie. (1997). From high heels to swathed bodies: Gendered meanings under production in Mexico’s export-processing industry. Feminist Studies, 23(3), 549-574.
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Stacey, Judith. (1988). Can there be feminist ethnography? Women's Studies International Forum, 11(1), 21-27.
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Tedlock, Barbara. (2004). Narrative ethnography as social science discourse. Studies in Symbolic Interaction, 27, 23-42.
Van Dijk, Teun A. (2009). Critical discourse studies: A sociocognitive approach. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 62-86). Sage.
Velasco, Honorio, & Díaz de Rada, Ángel. (2006). La lógica de la investigación etnográfica: Un modelo de trabajo para etnógrafos de la escuela. Trotta.
Wacquant, Loïc. (2002). Scrutinizing the street: Poverty, morality, and the pitfalls of urban ethnography. American Journal of Sociology, 107(6), 1468-1532.
Wacquant, Loïc. (2003). Ethnografeast: A progress report on the practice and promise of ethnography. Ethnography, 4(1), 5-14.
Wacquant, Loïc. (2004). Body & soul: Notebooks of an apprentice boxer. Oxford University Press.
Sobre sociologia visual:
Banks, Marcus (2005). Visual Methods in Social Research. London: Sage.
Becker, Howard. S. (2005). Visual sociology, documentary photography, and photojournalism: It's (almost) all a matter of context. In Image-based research (pp. 84-96). Routledge.
Boudieu, Pierre & Bourdieu, Marie-Claire. (1965/2004). The peasant and photograpjy. Ethnography, 5(4): 601-616.
Bourdieu, P. (1965/2003) Un arte medio. Barcelona: Gustavo Gili.
Delgado, Melvin. (2015) Urban YouthandPhotovoice: Visual Ethnography in Action. Oxford University Press.
Evans, Jessica & Hall, Stuart. (Eds). (2005). Visual Culture: the reader. London: Sage.
Harper,Douglas. (2002). Talking About Pictures: a Case for Photo Elicitation. Visual studies 17.1 (2002): 13–26.
Harper, Douglas. (2012). Visual Sociology. Chicago University Press.
Lozowy, Andriko, Rob Shields, and Sara Dorow (2013). “Where Is Fort McMurray? The Camera as a Tool for Assembling ‘Community.’” Canadian journal of sociology 38.2: 191–210.
Maresca, Sylvain y Meyer, Michaël (2015). Compendio de fotografía para uso de sociólogos. Edicions Bellaterra.
Mitchell, Claudia. (2011) Doing Visual Research. London: Sage.
Muntanyola-Saura, Dafne. (2017). El video y la danza: cómo laetnografía audiovisual modifica la mirada sociológica. Dossier “Las razones y las Emociones de las Imágenes” / Dossiê “As razões e as emoções das imagens”. RBSE Revista Brasileira de Sociologia da Emoção, 16-47: 57-74.
Muntanyola-Saura, D. 2012. “Expert Knowledge and Video-aided Ethnography a Methodological Account.” Révue de Synthèse 133 (1): 75–100.
Mok, T.M., Cornish, F. & Tarr, J. (2015). Too Much Information: Visual Research Ethics in the Age of Wearable Cameras. Integr. psych. behav. 49, 309–322 https://doi-org.are.uab.cat/10.1007/s12124-014-9289-8
Mylne, E.J., Mitchell, Claudia & Naydene deLange. Handbook of Participatory Video. Toronto: Altamira Press
Pink, Sarah. (2013). Doing Visual Ethnography. SAGE: London.
Rosenblum, Barbara. (1978). Photographers at Work. A Sociology of Photographic Analysis. New York: Holmes & Meier.
Sontag, Susan. (2019) Sobre la fotografia. Barcelona: Arcadia Edicions. (1977) On Photography. New York: Pinguin Books.
Atlas.ti i ELAN
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 1 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 51 | Catalan | second semester | afternoon |
(SEM) Seminars | 1 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 10 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 51 | Catalan | second semester | afternoon |
(SEM) Seminars | 510 | Catalan | second semester | morning-mixed |
(TE) Theory | 1 | Catalan | second semester | morning-mixed |
(TE) Theory | 51 | Catalan | second semester | afternoon |